In this volume, the reader will find a host of fresh perspectives. Authors seek to reconceptualize problems, offering new frames for understanding relations between culture and human development.
Contributors include scholars from the disciplines of philosophy, law, theology, anthropology, developmental psychology, neuro- and evolutionary psychology, linguistics, cognitive science, and physics. To help organize the discussions, the volume is divided into three parts. Each part reflects an arena of current scholarly activity related to the analysis of culture, cognition, and development.
The editors cast a wide but carefully crafted net in assembling contributions to this volume. Though the contributors span a wide range of disciplines, features common to the work include both clear departures from the polemics of nature-nurture debates and a clear focus on interacting systems in individuals' activities, leading to novel developmental processes. All accounts are efforts to mark new and productive paths for exploring intrinsic relations between culture and development.
"…written by…prominent and accomplished researchers within their respective disciplines…chapters address concrete problems, often drawing on rich empirical material. As a rule, the chapters are interesting, engaging, and well-written. Several of them provide useful historical overviews of a specific research problem…"
Contents: Preface. Part I: Epistemological Issues. J. Margolis, Would You Say Developmental Psychology Was a Science? The Cultural Paradigm of Mind. M. Donald, The Central Role of Culture in Cognitive Evolution: A Reflection on the Myth of the "Isolated Mind." Part II: Personal, Social, and Affective Development. M.C. Nussbaum, Emotions and Social Norms. M.J. Chandler, C.E. Lalonde, B.J. Sokol, Continuities of Selfhood in the Face of Radical Development and Cultural Change. C. Strauss, The Culture Concept and the Individualism-Collectivism Debate: Dominant and Alternative Attributions for Class in the United States. L.P. Nucci, E. Turiel, The Moral and the Personal: Sources of Social Conflicts. Part III: The Development of Physical and Spatial Knowledge. A.A. diSessa, Does the Mind Know the Difference Between the Physical and Social Worlds? P. Brown, S.C. Levinson, Frames of Spatial Reference and Their Acquisition in Tenejapan Tzeltal. M. Bowerman, Where Do Children's Word Meanings Come From? Rethinking the Role of Cognition in Early Semantic Development. P.M. Greenfield, Culture and Universals: Integrating Social and Cognitive Development.
Each year, following their annual meeting, the Jean Piaget Society publishes an edited volume. This approximately 300-page volume covers the main themes of the symposium and is published by Psychology Press.
Members of the society receive the volume free of charge. Non-members can order copies from this website.
About the Jean Piaget Society
The Jean Piaget Society, established in 1970, has an international, interdisciplinary membership of scholars, teachers and researchers interested in exploring the nature of the developmental construction of human knowledge. The Society was named in honor of the Swiss developmentalist, Jean Piaget, who made major theoretical and empirical contributions to our understanding of the origins and evolution of knowledge.
The Society's aim is to provide an open forum, through symposia, books, our journal, and other publications, for the presentation and discussion of scholarly work on issues related to human knowledge and its development. The Society further encourages the application of advances in the understanding of development to education and other domains.
In 1989, the name of the Society was changed to Jean Piaget Society: Society for the Study of Knowledge and Development.
You can find out more on the Jean Piaget Society website at http://www.piaget.org/ .